Professor leitor, do imaginário ao real: implicações do pró-letramento na formação docente

• Ano de defesa: 2016
• Autor(a) principal: Falcão, Rosana Fernandes
• Orientador(a): Besnosik, Maria Helena da Rocha
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Feira de Santana
• Programa de Pós-Graduação: Mestrado Acadêmico em Educação
• Departamento: DEPARTAMENTO DE EDUCAÇÃO
• País: Brasil
• Palavras-chave em Português: Formação continuada de professores; Leitura; Professo-leitor
• Palavras-chave em Inglês: Continuing education of teachers; Reading; Profess-reader
• Área do conhecimento CNPq: EDUCACAO::FUNDAMENTOS DA EDUCACAO
• Link de acesso: http://localhost:8080/tede/handle/tede/439

Experience experienced reader, coupled with the realization that the teacher is the main readers students forming agent prompted me to investigate their training reader, teacher person, in view of this present literature as a way of dealing with the world, favoring the incorporation of reading the personal and professional life, with a view to building a qualified educational practice. In this perspective, the reflections made in this research aim to understand the implications of the Continuing Education Program Pro-Literacy in reader teacher constitution process. Thus, the theoretical and methodological support was gaining meaning from the principles of qualitative approach, electing as devices for collecting "data" the narrative interview with four teachers of the Municipal Feira de Santana Education who took the course in 2008 and the consultation of the documents that support the work of Pro-Literacy. In the development of this production, it established a theoretical / empirical dialogue of the training paths of interviewees with theorists who deal with teacher training, namely: Nóvoa (1992; 2009); Gatti (2006; 2010); Freire (1995), among others, as well as scholars of the language area, specifically in reading, such as: Zilberman (1991/1992/1988); Lajolo (1988; 2004); Bakhtin (1986; 2005; 2006); Geraldi (2004); Travaglia (1996); Younes (2012); Chartier (1994), among others. This research shows that the main focus of the Pro-Literacy Course is the formation of the student reader and do not constitute in therefore causing concern and discussion of this course the reader teacher training. What odds with its theoretical proposal, proposing a conception of continuing education supported teachers in reflection, autonomy, training of professional identity and discussion. Aware of the limitations of continuing education policies in this language search area indicates the need to invest in a training process that has as its core teaching reader training, as the teachers interviewed claim.